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I've previously read Pedagogy of the Oppressed and have some familiarity with Freire's work and ideas. I was most impressed here by how compatible the ideas of social constructivism and Bruner's discovery learning are with Freire's pedagogical view that supports student-directed learning and the role of prior lived experience in the discovery of new knowledge. The time I spent with these educational theories allowed me to see the connections between them.

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I was particularly interested in Bruner's concept of discovery learning.  The idea that students learn better through real world problem solving and guided discovery is appealing and could be much better implemented in my division's curriculum.  Problem-based learning (PBL) is a new direction for many college courses and has been implemented in quite a few of our STEM courses.  It has not, however, made its way into the social sciences (my division). It seems like another topic that might be good for professional development with my faculty. I also thought about ways I could adapt or redesign my old speech classes to implement Bruner's ideas.

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I supervise the campus Child Development Center and work with Child Development faculty. The work of Vygotsky (Zone of Proximal Development) and Piaget inform much of what they do and have been critical in the implementation of an emergent, play-based curriculum on campus. It was helpful to gain more knowledge to understand the theoretical foundations of my faculty's work.

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It was interesting and informative to see the various educational theories all in one place. I watched videos and read about Dewey, Piaget, Vygotsky, Bruner, Freire, and Bloom. Many of these names were familiar to me, but not the extent of their work.

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I loved this list and wanted to show it to all of my faculty! Many of these are sources of frustration for me, because I know they're impacting student retention and success factors in my division. In particular, the issues of reliance on lecture, focus on passive studying techniques, and large, high stakes assessments are pervasive among the faculty I supervise. It is hard to have conversations about these with faculty, because it means changing their teaching styles and redesigning classes. This level of change forces them out of their comfort zones (and some have been teaching for 30+ years). I am hopeful that we can do professional development with faculty this year and introduce some of these ideas as ways to redesign their courses.

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The emphasis on structured, targeted practice is something I taught for years. What I learned from these readings was that students need focused feedback, and that peer feedback and encouragement would be better. I thought about how to redesign my class(es) in the form of smaller speech assessments with extensive peer coaching and feedback.

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My immediate reaction to these sections of NeuroTeach was "I wish I was still teaching!" I had inadvertently taught the growth mindset to speech students for years, but these concepts would have enabled me to do it in a more formal way.

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These terms are especially prominent in California Community Colleges in their conversations around improving student equity. I was familiar with both concepts, but it was nice to see them articulated in NeuroTeach and put clearly in the context of classroom learning.

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The concepts of neuroplasticity and myelination from Chapter 4 of NeuroTeach both stood out to me. Having read Gladwell's work previously, it was helpful to see the MBE science basis for it. I also don't think we teach these concepts enough to students (particularly college students) so that they understand the importance of continued practice and brain development in college.

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The neuromyths in both the Week 2 video and Chapter 4 of NeuroTeach struck me because of how prevalent they still are in education.  The idea of students' preferred "learning styles" is embedded in college teaching culture.  It was a sharp contrast to Gardner's theory of multiple intelligences from Chapter 1, which would provide a much greater diversity of teaching methods.